نشریه توانمندسازی کودکان استثنایی
سال هشتم شماره 4 (زمستان 1396)

The aim of the present study was to find a model for exploring the role of student level and class level factors on creativity. in the present quantitative research, 300 female high school students were selected using stratified random sampling. The research tools included Torrance Test of Creative Thinking (1995), The Patterns of Adaptive Learning Scales (PALS), and Achievement Goal Questionnaire (AGQ) (1998). Multivariate analysis showed that at the school level, the average creativity of different classes is significantly diverse, and 48% of the variance of creativity at the student level explains 52% of the variance at the class level. In fact, the class variable is more important than student level and is the best predictor of student creativity.

The aim of this study was to design, develop and validate a psycho-educational program of empowerment based on self-regulation executive functions (McCloskey model) for students with special learning disorder. The research method for designing and development stages was a descriptive - analytic method with a configurative synthesis approach. For program validation, along with the use of face validity method, content validity method was used quantitatively and quantitatively with a panel of 11 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0/81 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/75 and 0/96, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/88. The psycho educational program of empowerment based on self-regulation executive functions for students with special learning disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.

The aim of present study was to predict slow paced students’ life expectancy based on self-efficacy and affective, social and instructional compatibility. The research is considered as correlational type. The statistical population included all high school slow paced students (aged 15-18 years old) of Tehran city that from among them a total number of 90 student were selected using convenient sampling method. All of them completed the Miller Hope Scale (1988), Self-efficacy Questionnaire of Sinha & Sing (1993) and Compatibility Questionnaire of Sherer et al. (1982). Data were analyzed by stepwise regression analysis method. The findings showed that self-efficacy and general, affective, social and instructional compatibility have a significant and positive relation with life expectancy. Self-efficacy and general, affective, social and instructional compatibility predicted 45 percent of variance of life expectancy in slow paced students and self-efficacy had the most contribution in prediction of life expectancy. Paying attention to the variables such as self-efficacy and affective, social and instructional compatibility have crucial role in predicting life expectancy.

This study investigated the prediction of externalizing behavior disorders based on attachment style and mother-child relationship in gifted students. This research is a correlational descriptive-analytic study that was performed by the post-test method. The statistical population consisted of all of gifted girls and boys in primary school in Tehran during the academic year of 1396-1395 and to carry out this study, 60 people of the defined population were selected by convenient sampling method. Tools in this study were Kinship Center Attachment Questionnaire (2006), Mother-Child Relationship Questionnaire (1961) and Children Behavior Check List (2001). To analyze data and in order to predict externalizing disorders based on attachment style and mother-child relationship, multiple regressions was used. Results showed that the relationship between oversimplifying, over-rejection, over-supporting of mothers and externalizing behavior disorders in gifted children was positive and significant. Also it was found that a damaged mother-child attachment style is a predictor of externalizing behavior disorders in gifted children. So based on changing attachment styles and making a good mother-child relationship, the externalizing behavior disorders in gifted students can be reduced.

This research aimed to compare depression and anxiety in elementary students with intellectual disability, blindness, deafness and physical mobility disability. This research was considered as a causal-comparative study. The statistical population included all elementary students with intellectual disability, blindness, deafness and physical mobility disability of Urmia province during 2016-17 academic years. From among them 26 blind, 34 deaf, 39 physical mobility disable and 40 intellectual disable students were selected using available sampling method. Mothers of all students completed the anxiety, Depression and Mode Scale (Esbensen & et al, 2003) about their children. The data was analyzed by multivariate analysis of variance and LSD post hoc test. Findings: The finding indicated the depression mean of intellectual disability and physical mobility disability groups significantly was higher than blind and deaf groups, but there was no significant difference between depression mean of intellectual disability group with physical mobility disability group and blind group with deaf group. The mean depression of physical mobility disability group significantly was higher than blind and deaf groups. Also, the anxiety mean of intellectual disability group significantly was higher than physical mobility disability and blind groups, but there was no significant difference between anxiety mean of intellectual disability and deaf groups. The anxiety mean of physical mobility disability group significantly was lower than deaf group, but there was no significant difference between anxiety mean of physical mobility disability and blind groups. In addition there was no significant difference between depression mean and anxiety of blind and deaf groups (P≤0/05). Regarding the results, students with intellectual disability and physical mobility disability in comparison to blind and deaf students need more psychological services especially in the field of programs that reduce symptoms of depression and anxiety. Therefore, school counselors should provide teachers with necessary knowledge about the difference between students and reduce students' symptoms of depression and anxiety through workshops at the proper time.

This study aimed to compare the depression, anxiety and stress between blind and normal individuals in Isfahan city. The present research was a causal-comparative study. The study population included blind students and normal students aged 19-24 years old at the University of Isfahan. Sample of this research consisted of 70 people and they were divided into two groups of 35 students. First group students were selected from blind students by convenient sampling method; while the second group participants were selected from normal students by randomly method. The tool used in the present research was Depression, Anxiety, and Stress Scale (DASS-21) by LoviBond and LoviBond (1995). The data were analyzed using multivariate analysis of variance test with 23th version of SPSS. findings showed that anxiety and stress in blind students was significantly higher than the normal students (P<0.0005). But depression in blind students and normal students had not significant difference (P>0.05). depression, anxiety and stress are emotional reactions and multidimensional phenomenon in which visual condition has an important role. Therefore, paying attention to these reactions is essential in blind and normal students.

The aim of present study was predicting marital satisfaction based on personality traits and basic psychological needs with mediating role of mental health among mothers of gifted girls. The present study was a correlational descriptive study. The statistical population of this research consisted of mothers of gifted high school students attending in the first grade. In this study, 245 mothers were selected using random cluster sampling. The tools used were NEO-Personality Inventory General Health Questionnaire, Basic Need Satisfaction in General, and Afrooz Marital Satisfaction Scale (AMSS). Data were analyzed using path analysis and modeling of structural equations by AMOS software using Chi-square test, Comparative fit index (CFI), and root-mean-square error of approximation (RMSEA). The results showed that among personality traits, Neuroticism had a negative impact on satisfaction of mothers and conscientiousness and extroversion showed positive effects (p <0.01). Basic psychological needs showed to have positive and significant effect on satisfaction of mothers (p<0.05). Mental health showed to have negative and significant effect on satisfaction of mothers (p<0.05).It was evident that mental health has mediated negatively the effect of Neuroticism on satisfaction. And effect of extroversion and conscientiousness on satisfaction was mediated negatively and significantly by mental health. Also, mental health has mediated positively the effect of basic psychological needs on satisfaction (p<0.05). Personality traits (neuroticism negatively, and conscientiousness and extroversion positively) and also basic psychological needs influence satisfaction of mothers of gifted girls by mediating role of mental health. Therefore, in this area, considering the basic needs, personality traits and basic psychological needs, we should implement a family-centered program to increase marital satisfaction.

The purpose of this study was to study the effect of communication skills training on the desire to communicate with others and to prevent the shyness among slow paced adolescents. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all 13-15 year-old slow paced female students in the city of Ghaenat (South Khorasan Province) in the academic year of 2013-2014. From this community, 24 slow-paced girls were selected by random sampling method and randomly assigned to two experiment and control groups (each group consisted of 12 students). Teachers or parents of both groups answered the research questionnaires (pre-test). The experiment group was trained in communication skills for 10 sessions of 45 minutes and the control group did not receive any education. At the end, both groups responded to the research questionnaires (post-test). The tool was a measure of the Samouie’s Shyness Questionnaire and Ganji’s Desire to Communicate. The collected data were analyzed using SPSS software version 22 using covariance analysis. The results showed that the effect of communication skills training on the desire to communicate with others (P=0.50, F=0.000) and coping with shyness (F=153.49, P=0.000) is meaningful. That is, the difference between the experiment and control groups in terms of the effect of communication skills training on the desire to communicate and coping with shyness is meaningful. Communication skills training for the experiment group compared to the control group significantly improves the desire to communicate with others and deal with shyness among slow paced adolescents.

The purpose of this study was studying the effectiveness of creative problem-solving program training on life satisfaction and social adjustment of male gifted adolescent students. This research was a quasi-experimental study including pre & post-test design with control group. The population of the study was 452 first-grade male high school students of exeptional talents schools of Ardabil city. The sample included 46 in first-grade male students who were selected using cluster random sampling method and they were assigned to two groups of 23. Research Tools were Raven's Matrices (1938), Tehran-Stanford-Binet's Intelligence Test (Afroz and Kamkari, 2011), Hubner's Life Satisfaction (2001) and Bell Social Adjustment Inventory (1962). Participants in the experiment group participated in a problem solving training program during 13 sessions (75 minutes per session). In order to control the effect of pre-tests, data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that in subscales of genera life satisfactionl, friends satisfaction, environment satisfaction, self-satisfaction, social adjustment and emotional adjustment, the mean scores of the experiment and control groups are meaningly differet. According to the results, applying creative problem-solving program traning for improving social adjustment and life satisfaction of talented male adolescents was effective. Based on the results of this study, using a creative problem-solving training program to improve life satisfaction and social adjustment for gifted students is recommended.

The purpose of this study was to study the validity of the Movement Assessment Battery For Children - Second Edition in the age band two (7-10 years) in Tehran. Methodology of this study was descriptive and a validation study. The statistical population of the study consisted of all 7-10 year-old children in Tehran. The sample consisted of 800 normal children with normal growth, selected by multi-stage random sampling. The tool used in this study was the Movement Assessment Battery For Children - Second Edition. The content validity of this test was analyzed by content validity index (CVI) and content validity ratio (CVR) and validation of the test construct was done using confirmatory factor analysis. The average content validity index of the items (0/696) and for each item (above 0/87) and the average content validity ratio of the items (0/937) and for each item (above 0/75) was excellent. The results of the confirmatory factor analysis confirm the appropriateness of the model (each index above 0/9), indicate that the validity of the test construct is acceptable. Based on the findings of this study, it is concluded that the Movement Assessment Battery For Children - Second Edition, is a valid tool for the diagnosis of developmental coordination disorder in children aged 7-10 years in Tehran.